Bowling Green State University - Key Yearbook (Bowling Green, OH)

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Each year a larger percentage of our students enroll in the degree courses in the College of Education. The present popu- larity of the secondary field may be due either to the keen competition for teaching positions, making extensive preparation im- perative, or, to the fact that elementary teachers who are temporarily unemployed are utilizing their time wisely by storing up advanced credit against a future extension of requirements. Students enrolling in the four-year degree course may choose either the General course which has been planned for students who wish to teach in two or more academic depart- ments, or they may prepare to teach in a special subject, such as Commercial Education, Home Economics, Industrial Arts, Physical Education, or Public School Music, each of which has its special requirements. The first two years of the four-year course is devoted to the intensive preparation in subject matter pointing toward the selection of a major and a First minor sub'ect. This selection must be made during the Sophomore year. ln order to meet the certification re- quirements of the State Department of Educa- tion, each student pursuing the General Course must present a second minor of at least twelve hours. Educational Psychology is offered in the second semester of the Sophomore year and l l 11-. l l ,. ..,. ...,...-.-...-..1---....-.---......,... . . ... -.- . X F A C U L T Y EDUCATION DEPT. Dr. l-l. C. Witherington Dr. W. C. l-loppes Dr. F. J. Williamson Dr. W. A. Zaugg j Dr. C. l-l. l-lissong marks the begin- ning of profes- sional training. Knowledge of this subject is a necessary pre- requisite for the Principles of Ed- ucation and the Special Methods courses pursued in the ,junior year. The Ob- servation, Par- ticipation, and Practice Teach- ing extend over the entire Senior year, though other college subjects may b e pursued simultaneously with the student teaching. To be eligible for practice teaching in the Secondary field a student must have at the beginning of the semester in which registra- tion is made for student teaching at least ninety hours of advanced credit, an average of two quality points on all work completed, twenty hours in his major subject and a special method course in his major subject. The satisfactory completion of four years work in either the General or Special courses entitles the student to a degree of Bachelor of Science in Education and a four-year pro- visional State certificate to teach his major and minor subjects in high school, or to teach and supervise special subjects in elementary schools and high schools. After twenty-four months of successful teaching experience the graduate may secure a life certificate in the state of Ohio. Graduates of approved Arts Colleges may secure the four-year provisional certificate by completing seventeen to nineteen hours of specified work in the field of secondary edu- cation, or, they may teach upon the com- pletion of fifteen hours of specified work in secondary education, and having passed the examination for secondary teachers. Although the college can not assume responsibility for the placement of its grad- uates it has been able to place a large percentage of its graduates each year. Dr. F. J. Williamson 22

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FACULTY Teaching is universal in its application. Every individual serves in some capacity as a leader and, hence, as a teacher. Such moments carry their peculiar challenge. The individual who resolves to devote his life to a determined attempt to modify behavior in more desirable directions accepts the greater challenge. l-le must not approach his chosen task without the eauipment which will enable him to follow his adventure to a successful completion. The teacher's work shop is never the same. l-lis laboratory material, the human organism, is the most fascinating in the world. This human material, moving constantly in a new direction, calls forth all the ingenu- ity of the teacher to influence that direction. This challenge of the untried way, the thrilling adventure into an unknown intellectual world, makes the real teacher approach each new day with enhanced joy and anticipation. To make his adventure most worthwhile to himself and to others, the teacher needs a background of psychology, an intelligent appreciation of principles underlying the effective modification of behavior, and a dominating philosophic concept of education. Pro- fessional courses meeting these needs send the teacher to the classroom better fitted to do his work and to enjoy it, for he is able to see something of the why of a child's activities and desires. Professional preparation in the narrow sense is not enough. Glimpses into various subject matter fields widen intellectual horizons. A more intense applica- tion in fields of major interest is fundamental in promoting professional growth and satisfaction. Experiences of this type, usually referred to as academic training, are taken for granted as a necessary part of preparation for the teaching adventure. The individual who takes with him a scientific attitude in his study of human behavior, an enriched background of academic training, a continuous effort to extend hisown knowledge, a desire to give his best to the learner, familiarity with innumerable prob- lems involved in social living, and a sense of social responsibility, will go zealously forward to the end of his adventure. CLYDE l-IISSONG 21 TEACHING AS AN ADVENTURE Dr. Clyde l-lissong Dean of the College of Education

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FACULTY INDUSTRIAL ARTS DEPT. D. J. Crowley C. J. Biery G. Wills E. C. Powell HOME ECONOMICS DEPT. H. Henderson L. Heston The aims and philosophy of the Home Economics Department cannot be better expressed than in the terms of the-goals set up by Mrs. Ellen H. Richards, the Mother of the Home Economics Movement, when she said many years ago, Home Economics Stands For The ideal home life for today unhampered by the traditions of the past. The utilization of all the resources of modern science to improve the home life. The freedom of the home from the dominance of things and their due subordination to ideals. The simplicity in material surroundings which will most free the spirit for the more im- portant and permanent interests of the home and of society. 23 INDUSTRIAL ARTS The department of Industrial Arts Education oFfers a varied service. In its laboratories students are able to develop latent pos- sibilities through experimentation under ex- perienced supervision. These experiments may occur through the media of wood, metal, paper or stone, and may be recognized in a chair, an ignition unit, a scale drawing, a Finished casting, an automotive replacement, a serviced motor, or in the more general Fields of creative design, painting, sculpture, or architecture, sometimes called Fine Arts . ln such laboratories the Edison, the Stein- metz, the Ford, the Taft, or the Whisler of tomorrow are discovered and developed. Society would have suffered an irreparable loss without some such means of studying the practical values of design, construction, and materials as found in the Art of Industry. The Industrial Arts laboratory provides this opportunity. It opens up new avenues for study and suggests possibilities for added information and creative thinking. Production, manufacturing and distribution are here cor- related with History, Literature, Economics, Sociology, and kindred subjects. This department develops skillful workmen, and combines approved teaching methods with this skill to Facilitate imparting it to others. It provided training for those who wish to specialize in teaching the subjects of Industrial Arts for the Elementary teacher, For pre- engineering students, and for those who wish to elect subjects from the Field of industry for a broad, general education. We do not develop genius, but we recognize and en- courage it.